Rating Scale for CTE Model Program Recognition
NA / Not applicable.
  1. Unacceptable
/ Lack of evidence provides no support of required information/criteria. Much additional evidence and/or drastic revision of evidence provided is needed.
  1. Approaching proficiency
/ Minimal evidence provides inadequate support of required information/criteria. Some additional evidence and/or revision of evidence provided is needed.
  1. Exemplary
/ Evidence provided supports the presence of a best practice.
√ / Best evaluated during program visitation.
√ / Required Information/Criteria / Rating / Comments

CTE Model Program Recognition: Rating Applications

Name of School:

Name of Program:

Name of Rater:

Rating Scale for CTE Model Program Recognition
NA / Not applicable.
  1. Unacceptable
/ Lack of evidence provides no support of required information/criteria. Much additional evidence and/or drastic revision of evidence provided is needed.
  1. Approaching proficiency
/ Minimal evidence provides inadequate support of required information/criteria. Some additional evidence and/or revision of evidence provided is needed.
  1. Exemplary
/ Evidence provided supports the presence of a best practice.
√ / Best evaluated during program visitation
√ / Required Information/Criteria / Rating / Comments
Background Information (#1-8):
  • Information is complete

Background Information (#9):
  • 2-5 sentences describing economic conditions or special circumstances that impact the school population served by the program

Program Information (#10):
  • 2-5 sentences of a brief overview of program

Program Information (#11):
  • Program data chart is complete

Program Information (#12):
  • Additional quantifiable data demonstrating success

√ / Program Information (#13):
  • 3-5-page narrative explaining why program should be considered for recognition (based on components).Rate only those addressed in #13 on the application. See Overview of Recognition Program for explanation of the components.

  1. Curriculum
  • The CTE curriculum aligns with state, industry, and academic standards.
  • The CTE curriculum prepares students for today’s business and industry environments and post-secondary opportunities.

  • Academic Integration
  • Academic skills, knowledge, behaviors and competencies are supported/addressed/included/reinforcedin the learning activities and assessment strategies.

  1. Instruction:
  • Project-based and contextualized learning and related instructional approaches are fundamental to the CTE program.
  • Instructional practices provide opportunities for students to apply technical, academic, and employability knowledge and skills to real-life situations.

  • Instruction is differentiated and personalized to meet the diverse learning styles, needs and interests of students.

  1. Student Assessment
  • The program uses multiple forms of assessment, including performance assessment, to evaluate student attainment of technical, academic, and employability knowledge and skills.

  • IF APPLICABLE:TheTechnical Assessment selected for a CTE program of study possessing or seeking NYS Program Approval:
  • Is nationally-recognized and based on industry standards.
  • Is an end-of-program rather than an end-of-course assessment.
  • Consists of three parts: written, student demonstration (performance), and student project.

  • IF APPLICABLE:TheEmployability Profileincludes:
  • Documentation of the student’s attainment of technical knowledge
  • Documentation of the student’s attainment of employability skills

  1. Business and Community Partnerships
  • Partners include a diverse range of employers, industry representatives, community/workforce/economic development agencies, and education stakeholders.

  • Advisory Committee
  • A CTE Advisory Committee is comprised of volunteers who have expertise of
the knowledge, skills and competencies essential for success in specific careers.
  • The committee exists to advise, assist, support and advocate for CTE.

  1. Post-Secondary Articulation Agreements
  • Students are provided the opportunity for articulation with two- or four-year institutions that prepare students for the transition from high school to post-secondary study in a career area.
  • Articulation agreements provide direct benefits to students such as dual credits, college credits, advanced standing, or reduced tuition.

  1. Work-Based Learning
  • Work-based learning (WBL) experiences provide students with opportunities to apply knowledge and skills learned in the classroom to real-world situations.
  • Work-based learning experiences engage local businesses and industry partners and increase the relevancy of classroom instruction.

  1. Facilities and Equipment
  • Facilities and equipment in the CTE program of study reflect current workplace practices.
  • Facilities and equipment support and align to curriculum standards
  • Facilities and equipment meet appropriate federal/state/local safety standards.

  1. Career Technical Student Organizations (CTSOs) and/or CTE-Focused Extended Learning Opportunities (ie. Robotics Club, CTE Honor Society, On-Site CTE-Operated Enterprise)
  • These activities are a part of the CTE program, available to every student at some point during the program.
  • Activities develop and reinforce relevant technical, academic, and employability knowledge and skills.
  • Students interact with business professionals and leaders.
  • Students may participate in relevant competitive events.

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